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CHAPTER 13 SPECIAL TYPES OF SPEECHES AND
PRESENTATIONS
CHAPTER 13 SUMMARY
Chapter 13 examines how to apply the lessons students have learned from previous chapters to
speeches at special occasions, including life transitions and ceremonies. Types of occasional speeches
are described, and choices specific to those situations are presented.
CHAPTER 13 OUTLINE
I. Introduction: Adapting your skills to new challenges
A. Honor person, community, common values
B. Choices appropriate to occasion
C. Occasional speeches
1. Given “on the occasion” of ceremonies
a. Weddings
b. Funerals
c. Graduation
d. Birthdays
2. Sometimes traditions about what to say, appropriateness
3. Speaker responsibilities
a. Identify tradition
b. Say something fresh and new within it
4. People present = relevant public
1. Reason for getting together
2. Speaker amplifies, extends
a. Specific to time and place
b. Personal to audience
D. Toast
1. Birthdays, retirements, births, weddings
2. Mark significance of event
a. Communicate affection and respect
b. Toast = equivalent of handshake on deal
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3. Weddings = most typical toast (2 to 3 minutes)
a. Prepare
b. Stand up to speak
c. Introduce yourself
d. Shorter = better, more memorable
e. Keep it personal
f. Stay original
g. Only appropriate humor (witty/clever, never rude)
h. Speak directly to couple
i. Pithy when possible (often antithesis or repetition, no limericks)
E. Eulogy
1. Speech to remember and honor someone who died
2. You are able to speak (or decline)
3. Say less rather than more
a. No rambling
1. Recognize everybody
2. Only appropriate humor
3. Focus on values (specific anecdotes)
4. Keep clichés under control; draw on personal experience
5. Consider metaphors
G. Significant life event speeches (FAQ)
1. Prepare
2. Words = gift
3. Not about you
III. Speeches at ceremonies
A. Introducing a speaker
1. Formal occasions
2. Arouse audience interest in speaker and honor
a. Connect speaker to audience and vice versa
b. Pronounce name correctly
3. Two most important goals
a. Boost speaker ethos
b. Explain speaker’s perspective and quals on topic
4. Complete speech in miniature (intro, body, conclusion)
5. Start it right
a. Light, brief
b. Topical connection to speaker/content
6. Give it substance
a. Bio
b. Quals/accomplishments (esp. relevant to audience)
c. Why invited to speak
d. Title or topic
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e. Reflection of excitement
f. Clinch it (looking forward to speech, thanks in advance)
B. After-dinner speech
1. Humorous talk given after a meal, with a serious point
2. Typically more entertainment
3. Balance between fun and info
a. Gentle humor
b. Serious point
4. Topic or theme needed
5. Not standup comedy or completely serious
1. Meaning of award
a. History
b. Why it is given to recipient
2. Mechanics of presenting
a. Intro first, then call up recipient to receive it
b. Hold award so visible (as if precious)
c. If name to be announced, build drama a little
i. Explain award first
ii. Describe recipient before naming
d. Call up, shake hand, eye contact, smile, invite applause
e. Do not turn back on audience
f. Do not get between recipient and audience
READING TARGET FOR CHAPTER 13
This is the instructor-assigned goal for students to consider in their writing, discussion, and individual
reflections:
Read the chapter to apply your knowledge of good speaking choices to special situations such as
life transitions and ceremonies.
LEARNING ACTIVITIES FOR CHAPTER 13
General strategies and techniques
Use the Questions for Review and Questions for Discussion at the end of Chapter 13 as prompts
for writing or discussion (in class, online, before and after class).
Use the Try It activities in the chapter as the basis for points of discussion, in-class activities, or
assigned work outside of class.
Chapter learning objective: Identify the differences between special speaking
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situations and informative and persuasive speeches
Brainstorm difference. Ask students to write or discuss as many differences as possible between
occasional speeches and informative or persuasive speeches (e.g., use of evidence, outside
sources, source citations, overt structure such as transitions, presentation aids). After discussing
the differences as a class, ask the students to generate a list of the skills they use for creating
and delivering an informative or persuasive speech that they also use to create and present an
occasional speech (e.g., attention to audience, practice, delivery style, use of language).
Chapter learning objective: Characterize speaking techniques and strategies for
special situations such as weddings, graduations, and memorials
Praising values. Ask students to choose someone they admire and then imagine that they need
to say a few words at a birthday celebration. Tell the students to select the values that would
best fit from the list of values to invoke in settings calling for praise, celebration, and inspiration.
of making those decisions.
Try It (finding the right values). Think about yourself and your best friend. If you were going to
pick a value or two to celebrate your lives so far, what would you choose? Would the values be
Try It (your life’s story). Make a brief timeline of your life so far, listing various accomplishments.
Pick a value from the list in Table 13.1 that captures what you have done and all that you are.
Create a short outline with two to three points and a peroration. Once completed, address the
following questions. How hard was it for you to connect the value to the details of your life? Did
you need to leave out some details? Did you need to add extra details? What did you learn
about the role of values in telling your story?
Chapter learning objective: Choose appropriate communication techniques
associated with ceremonial speaking situations
Introduce a classmate speech. As a graded or ungraded assignment, assign student partners to
introduce each other to the class before their next classroom speeches, using the techniques
discussed in the text.
Try It (creating an introduction). Pick two people, one a friend and one a relative. Suppose they
are both winning an award for Best Person of the Year. Write a brief introduction for each. Once
completed, reflect on how the introductions are similar and different.
Find and share an after dinner speech sample. Ask students to find a recorded sample (e.g.,
YouTube, movie) of an after-dinner speech that follows the principles discussed in the text. Ask
students to post the link to MindTap for their classmates to view.
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MINDTAP AND CENGAGE RESOURCES FOR CHAPTER 13
Chapter 13 support materials in MindTap include the following:
Quiz questions that reinforce student learning and understanding
Observe—Watch a speech to gain insights into public speaking concepts.
GLOSSARY OF TERMS FOR CHAPTER 13
After-dinner speaking: humorous speech with a serious point delivered after a
meal
Eulogy: short speech to honor the significance of the deceased’s life
Occasional speeches: ceremonial speeches that occur once in a while, with speaking constraints
based on the nature of the situation
Toast: short speech to mark the significance of an event and communicate affection and respect for the
people present
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PART III APPENDIX: SAMPLE
SPEECH OUTLINES
SAMPLE PROCESS SPEECH OUTLINE
This speech is 2 to 3 minutes long, with learning goals focused on organizing information, using a
presentation aid, and improving delivery. No outside research is required for this presentation.
Speech goal: I will inform my audience of what ingredients are needed and the steps to follow to make
my bean dip so they can make this dip.
Thesis: There are some common ingredients and simple step to follow in order to make bean dip.
Introduction
A. Narration: What do you typically take when you are invited to a potluck party? I don’t like to buy
something processed, but I don’t have a lot of time to get too creative either.
Body
A. First main point: These are the ingredients you are going to need to make this bean dip.
2. You will need 8 oz. of sour cream.
4. You will need. . . (completely list all of the ingredients necessary)
Transition: Now that you know the ingredients you need to have, let me explain the easy steps to follow.
B. Second main point: These are the steps to follow in order to make this delicious bean dip.
1. First, mix all of the ingredients except the shredded cheese and put the mixture in a
casserole dish.
3. Third, bake uncovered at 350 degrees for 15 to 20 minutes.
Conclusion
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A. Review: Today I have shared with you what you need to know in order to make this popular
bean dip.
B. Peroration/tie back to attention getter: So the next time you need a dish to take to a party and
don’t want to buy something packaged, this bean dip will be the hit of the party. Even if you
don’t like bean dip, I promise that the other people will.
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SAMPLE INFORMATIVE SPEECH OUTLINE
This speech is 4 to 5 minutes long, with learning goals focused on incorporating research material into an
organized presentation that informs the audience about a relevant and controversial topic. Published
research sources are required, and the speech content should include statistics, expert testimony, and
examples.
Speech goal: I will inform my audience about the arguments regarding the economic effects of digital
piracy.
Thesis: Some people argue that digital piracy causes economic harm while others argue the harm is
exaggerated and the benefits outweigh any economic harm.
I. Introduction
A. Narration (introduce topic in a way that captures the audience’s attention): Just one cookie, just
one more level, just skip one workout, just download one pirated song. It’s just one, right? What
does “one” of these things really matter? With digital piracy, one may not matter, but like the
1. (Statistic) In 2011, about 25% of global internet downloads were illegal/unlicensed access
of digital media (Clemmitt, 2012).
C. Statement to establish speaker credibility and motivation: Digital piracy or sharing is a common
activity, even if illegal, so I took the opportunity to research more about it. I focused on
arguments about the economic effects (not ethical or moral stances) and what I found is that
the information is not conclusive.
D. Preview of main points: First, I will share some of the arguments made that piracy does cause
economic harm and then I will summarize some of the counter arguments.
II. Body
A. Main point: The main argument against digital piracy is that it causes economic harm.
1. It causes harm to individuals who are caught.
21).
2. It causes harm to people in media industry.
a. The industry makes lower profits.
i. (Example) One study found that “the longer the lag between the U.S. release of a
movie and the local foreign release, the lower the local foreign box office receipts”
comparing movies before and after the advent of BitTorrent, a popular method of
unlicensed film distribution (Danaher and Waldfogel, 2012, p. 5).
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b. The lower profits affect the individual people who are involved in the media industry.
i. (Example) According to the Recording Industry Association of America website,
There is an “accumulative impact of millions of songs downloaded illegally” to the
people employed in industry who don’t get paid, such as “songwriters, recording
Transition: These arguments seem compelling until you hear the counter arguments.
B. Main point: There are two main counter arguments, that is, that the harm is inaccurately
measured and the benefits outweigh the harm.
1. The harm has been inaccurately measured and the information about piracy is
untrustworthy.
a. According to a 2010 report by the Government Accountability office, industry
associations do not disclose how they come up with their estimates so the numbers are
2. There are benefits that outweigh any economic harm.
a. It is possible that pirated copies increase the “buzz” about the item, motivating others
to purchase it.
b. Industry can charge higher prices for authentic copies.
i. According to an article in Marketing Science, the industry does not need to
accommodate price-conscious consumers because they will obtain pirated “free”
copies of the product so the industry can charge higher prices. The profits from the
higher prices can outweigh the lost sales (Jain, 2010).
III. Conclusion
A. Review main points: As you can see, the arguments about digital piracy are controversial and it
is not clear cut.
B. Peroration: But, it does illustrate how our individual actions have a ripple effect, how one action
has an accumulative effect, so we need to thoughtfully consider the repercussions to choices we
make about downloading pirated content.
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REFERENCES
Clemmitt, M. (2012, April 13). “Internet regulation.” CQ Researcher, 22, 325-348. Retrieved on August
12, 2012, from http://library.cqpress.com/cqresearcher/.
Motion Picture Association of American, Inc. Retrieved August 14, 2012, from
www.mpaa.org/resources/5a0a212e-c86b-4e9a-abf1-2734a15862cd.pdf.
“Observations on efforts to quantify the economic effects of counterfeit and pirated goods.” (2010,
April). Government Accountability Office. Retrieved August 14, 2012, from
www.gao.gov/new.items/d10423.pdf.
“Piracy online: Who music theft hurts.” (n.d.). Recording Industry Association of America. Retrieved
August 14, 2012, from
http://www.riaa.com/physicalpiracy.php?content_selector=piracy_details_online.
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SAMPLE PERSUASIVE SPEECH OUTLINE
This speech is 7 to 8 minutes long, with learning goals focused on incorporating research materials
as support for a compelling argument about a relevant and controversial topic. Published research
sources are required, and the speech content should include statistics, expert testimony, and
examples.
Speech goal: Persuade my audience that comprehensive treatment for ADHD can help manage
disruptive symptoms and improve quality of daily life.
Thesis: Living with symptoms of ADHD is disruptive and comprehensive treatment can help.
I. Introduction
A. Narration: Raise your hand if you know someone who has been diagnosed with some form of
Attention Deficit Hyperactivity Disorder or ADHD? You yourself may have been diagnosed.
B. Thesis and significance/importance of topic: ADHD is a neurobiological (brain and biology)
disorder that affects many people.
1. According to the Center for Disease control, as of 2007, approximately 10% of children in
America have been diagnosed with some type of ADHD (Attention deficit/hyperactivity,
n.d.).
2. Contrary to the common myth, I did not find any scientific support for the idea that you
“grow out of” ADHD.
C. Statement to establish speaker credibility and motivation: I am interested in this topic and have
researched it because I live with a family member who has been diagnosed with ADHD. I know
the frustrations and challenges ADHD brings.
II. Body
A. Main point: Living with ADHD symptoms is disruptive and contributes to personal, relational,
career problems.
1. ADHD is “characterized by developmentally inappropriate levels of inattention, impulsivity,
and hyperactivity” (Understanding ADHD, n.d., www.chadd.org). Someone with ADHD acts
younger than their age.
a. ADHD is considered a “self–regulation disorder.” This means it is hard from someone
with ADHD to monitor and control their own symptoms (Clemmitt, 2012).
hyperactive/impulsive.
a. (Example) A person with ADHD inattentive type doesn’t seem to be listening, has
difficulty staying organized and following through, is easily distracted and forgetful, and
has a hard time paying attention (About AD/HD, n.d.).
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i. This person seems spacey or a day dreamer.
ii. (Example) A pediatrician with 4 children wrote about how she and 3 of her 4
children have ADHD. She said she has even forgotten to pick up her kids form soccer
practice (Clemmitt, 2012).
b. (Example) A person with the hyperactive/impulsive type of ADHD fidgets and talks
excessively, has poor impulse control, acts like they are driven by a motor, and finds it
b. (Statistic) Parents of children with ADHD report that their children have 3 times as
many peer problems and 10 times as many friendship difficulties as parents of children
without ADHD (Attention deficit/hyperactivity, n.d.).
Transition: Now that you know more about the problems associated with having ADHD, let me share a
solution, that is, using a combination of treatment to manage the symptoms will help.
B. Main point: There is no “cure” for ADHD, but there are a variety of treatments a person can use
to manage the symptoms so they are not so disruptive.
1. Typical treatment is medication.
a. Probably everyone has heard about the medications that are often prescribed,
stimulants like Ritalin.
b. What researchers have found is that while medication can provide relief for people, it is
challenging to find the right type and dosage (Amen, 2001).
c. If someone is non-responsive to medication, they may be discouraged and stop trying to
treat the disorder (Amen, 2001).
2. Don’t give up! Medication alone is not as effective as a combination of treatments.
a. (Statistic) A study of 600 children around the United States found that medication plus
behavioral modification training (learning new patterns of behavior) improved social
skills, academic performance, anxiety, and parent-child interaction (The multimodal
treatment, 2009).
3. Mindful breathing is a behavioral modification that has helped people.
a. It is easy—all you have to do is pay attention to slowly breathing and allow your “busy
thinking” to recede into the background. You do not have to try to empty your mind like
meditation requires. You are simply focusing on something specific and immediate, your
breathing.
b. (Expert testimony) According to Patricia Gerbarg, an assistant professor of clinical psychiatry
at New York Medical College, “slowing breathing to five steady, rhythmic in-and-out breaths
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ADHD by, 2012).
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III. Conclusion
A. Review main points: ADHD is disruptive and a comprehensive combination of treatment is most
successful for helping people manage the disorder.
B. Peroration: So whether you suffer from ADHD or someone close to you does, please remember
that comprehensive treatment, even as simple as adding mindful breathing to your treatment
plan can help.
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REFERENCES
About AD/HD. (n.d.). National Resource Center on ADHD. Retrieved on August 15, 2012, from
http://www.help4adhd.org.
Amen, D. G. (2001). Healing ADD: The breakthrough program that allows you to see and heal the six
types of ADD. New York: Berkley Publishing Group.
“Attention Deficit/Hyperactivity Disorder, Data and Statistics.” (n.d.). Centers for Disease Control and
Prevention. Retrieved on August 15, 2012, from www.cdc.gov/ncbddd/adhd/data.html.
Clemmitt, M. (2012, August 3). “Treating ADHD.” CQ Researcher, 22, 669-692. Retrieved from
http://library.cqpress.com/cqresearcher.